• Young children find it is more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.
• Young children need to feel secure and know that there is some obvious reason for using English.
• Activities need to be linked to some interesting everyday activity about which they already know, e.g. sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.
• Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.
• English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.
• Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.

This is a part of booklet commissioned by the British Council to support parents.

Written by Opal Dunn, Author and Educational Consultant from the UK

© British Council 2008

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Stages in picking up English

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Parental support

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